The Perceived Value of Proving in Learning Engineering Mathematics and its Dependence on Motivation and Study Habits
DOI:
https://doi.org/10.5324/njsteme.v8i2.5070Resumé
This study reports on engineering students (N=369) from two Swedish universities and focuses on their perceived value of proving in learning engineering mathematics and some factors that may explain the observed variation in the perceived value. Our findings show that there is no significant difference in the perceived value between female and male students. In general, proving is not highly valued, and students are not confident in their skills in proving, except for proving by mathematical induction. However, students’ motivation in mathematics correlates with the perceived value and certain study habits are more regular among those students who appreciate proving as a suitable method for learning mathematics. Examples of such study habits include actively communicating with mathematics course teachers and reading the course textbook both before and after lectures.Downloads
Downloads
Publiceret
Nummer
Sektion
Licens
Copyright (c) 2024 Evgeniya Burtseva, Timo Tossavainen
Dette værk er under følgende licens Creative Commons Navngivelse (by).
The Nordic Journal of STEM Education licenses all content of the journal under a Creative Commons Attribution (CC-BY) licence. This means, among other things, that anyone is free to copy and distribute the content, as long as they give proper credit to the author(s) and the journal. For further information, see Creative Commons website for human readable or lawyer readable versions.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access
